Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Schoolage Educare 2, Children, group processes and learning, 15 credits
Fritidspedagogik 2, Kommunikation, lek och lärande i fritidshem, 15 hp
971G39
Main field of study
Pedagogical WorkCourse level
First cycleCourse type
Programme courseExaminer
Lina Söderman LagoCourse coordinator
Lina Söderman LagoDirector of studies or equivalent
Mats BrusmanECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L1FRI | Primary School Teacher Programme with a specialization in Extended School Teaching | 2 (Spring 2020) | 202009-202023 | Swedish | Norrköping, Norrköping | C |
Main field of study
Pedagogical WorkCourse level
First cycleAdvancement level
G1XCourse offered for
- Primary School Teacher Programme with a specialization in Extended School Teaching
Examination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| SRE3 | Exercises | 2 credits | U, G |
| SRE2 | Exercises | 5 credits | U, G, VG |
| SME3 | Exercises | 4 credits | U, G |
| SME2 | Exercises | 1 credits | U, G |
| SEM2 | Exercises | 1 credits | U, G |
| SEM1 | Exercises | 2 credits | U, G |
Ankerstjerne, Trine (Red.) (2015). Perspektiv på fritidshemspedagogik. Lund: Studentlitteratur. (kap 5 och 6 + ev 2)
Bergius, Berit & Emanuelsson, Lillemor (2008). Hur många prickar har en gepard?: unga elever upptäcker matematik. Göteborg: Nationellt centrum för matematikutbildning (NCM).
Bryman, Alan (2011). Samhällsvetenskapliga metoder. Malmö: Liber.
Chambers, Aidan. (2014). Böcker inom och omkring oss. ([Ny utg.]). Stockholm: Gilla böcker.
Corsaro, William (2001). We are friends right? Inside kids’ culture. Washington DC: Joseph Henry Press.
Dahl, Marianne (2014). Fritidspedagogers handlingsrepertoar: pedagogiskt arbete med barns olika relationer. Diss. Kalmar: Linnéuniversitetet.
Elvstrand, Helene & Lago, Lina (2016) Elevers sociala relationer i fritidshem. KAPET Karlstads universitets Pedagogiska Tidskrift, 12(1), s.60-75. (Tillgängling på www.kau.se)
Fjällhed, Anders & Jensen, Mikael (red.) (2013). Barns livsvillkor: i mötet med skola och fritidshem. Lund: Studentlitteratur. (Kap 1-4)
Halldén, Gunilla (2003) Barnperspektiv som ideologiskt eller metodiskt begrepp. Pedagogisk forskning i Sverige, 1-2, s. 12-23.
Ihrskog, Maud. (2006). Kompisar och kamrater: barns och ungas villkor för relationsskapande i vardagen. Diss. Växjö: Växjö universitet, 2006. Växjö.
Kane, Eva & Petrie, Pat. (2014). Becoming-player in school-age childcare. Reconceptualizing Educational Research Methods, 5(1), 18–31. doi:org/10.7577/rerm.947
Lager, Karin (2015). ‘Learning to play with new friends’: systematic quality development work in a leisure-time centre. Early Child Development and Care, doi:10.1080/03004430.2015.1030634
Lillemyr, Ole Fredrik (2013). Lek på allvar: en spännande utmaning. Stockholm: Liber.
Pihlgren, Ann S. (Red.) (2015). Fritidshemmet och skolan: det gemensamma uppdraget. Studentlitteratur. (Kap. 7, 9, 10 och 17)
Samuelsson, Joakim (2006). Lärarstudenters emotioner för skolmatematik. Journal of Research in Teacher Education, 2, 85-103. (artikeln förmedlas via Lisam)
Samuelsson, Joakim (2007). Matematik i grundskolan. I A. Engström, M. Engvall & J. Samuelsson (red). Att leda den tidiga matematikundervisningen (17-42). Linköping: Skapande vetande nr 5. (artikeln förmedlas via Lisam)
Schjellerup Nielsen, Helle (2006). Gemenskaper och utanförskap: om marginalisering i skolans värld. Stockholm: Liber.
Skolverket. (2016). Lgr 11. Läroplan för grundskolan, förskoleklassen och fritidshemmet. Skolverket. (www.skolverket.se) OBS! att 2016 års revidering ska användas
Skolverket. (2014). Allmänna råd med kommentarer. Skolverket. (www.skolverket.se)
Svensson, Ann-Katrin (2009). Barnet, språket och miljön. Lund: Studentlitteratur.
Vedeler, Liv (2009). Social kompetens i barngrupper. Malmö: Gleerups.
+ Valfri barnbok som handlar om barn och sociala relationer samt en egensökt vetenskaplig artikel till SME2
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